Thesis (Ph.D.) -- University of Western Sydney, Macarthur, 2001. / A thesis presented to the University of Western Sydney, Macarthur, in partial fulfilment of the requirements for the degree of Doctor of Philosophy, January 2001. Bibliography : p. 253-262.

Thesis (Ph. D.)--University of Utah, 2001. / Includes bibliographical references (leaves [117]-125). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Compared with students with normal mental abilities, the mentally retarded student in a competency-based vocational education program generally experience much more difficulty learning and retaining the required competencies. Studies have shown that persons who are mentally retarded do not spontaneously apply efficient learning strategies as do persons with average mental abilities. The purpose of this study was to examine the effects of remedial cognitive training on the abilities of adolescent mildly retarded students to learn and retain occupational competencies and to determine the effects of selected cognitive teaching strategies on learning and retention. The sample used in the study consisted of 40 subjects randomly selected from approximately 90 tenth grade EMR students of Richmond Public Schools (Virginia). These students entered vocational education training for the first time at the beginning of the 1982-83 school term. The 40 students were further assigned to four subgroups of 10 persons each. The three experimental groups and one control group were subjected to the following treatments: cognitive training plus cognitive teaching (group I), cognitive training plus traditional teaching (group II), no training but cognitive teaching (group III), or no training but traditional teaching (group IV). Pretests and posttests were used to measure knowledge of learning strategies and learning and retention of vocational competencies among the subjects. From these scores, the means and standard deviations were computed for each group and one-way analyses of variance were used to test the hypotheses of interest. The analyses resulting in significant F ratios were then followed by the Scheffé multiple comparison method. It was concluded that the EMR students who had been cognitively trained were superior in their knowledge of learning strategies over those who had not been trained. In the area of skill learning, it was found that cognitive training plus cognitive teaching was significantly more effective than traditional teaching and without cognitive training. Information learning proved superior for EMR subjects provided with cognitive training plus traditional teaching over those provided no training and cognitive teaching. The cognitive training and/or cognitive teaching was not effective in altering significantly learning retention among these subjects in either of the three categories of skill, information or recall of tools and procedures. / Ph. D.

Thesis (M.S.W.)--University of Hong Kong, 1987.

Food choices, food purchases and convenience food preparation by a group of mildly intellectually handicapped students are investigated. These students attend John Grant High School, in Lachine, Quebec, for continued academic intervention and vocational training. Results indicate most of these young adults make food choices based on a desire for good nutrition. There is a significant correlation (p $<$ 0.05) between nutrition knowledge and choosing nutritious foods in this sample. Yet the knowledge needed to make sound food choices is insufficient, as is the knowledge of food marketing. Families are the major influence on food selection and preparation, but as a source of information are found to be lacking. At school, home economics contributed most to students' knowledge of foods. Students found food preparation instructions particularly difficult to follow; students who had repeatedly prepared foods had greater success in producing an acceptable outcome. For this population practice is needed in making optimal food choices, menu planning and food preparation.

The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study. / Department of Educational Psychology

Thesis (Ph. D.)--University of Wisconsin, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

No description available.

The juvenile justice system is society's response to juvenile misconduct. In spite of numerous federal, state, and local programs, the problem of juvenile delinquency persists. An increasing number of juveniles are being taken into custody and placed in institutional settings. Although juvenile delinquents share a number of common general characteristics (e.g., sex, minority, lower socioeconomic status, a history of school failure), they are not a homogeneous group. Effective educational interventions with delinquent juveniles can meet their unique academic, vocational, and social skills deficits. Handicapped juveniles are disproportionately represented among juvenile correctional facility populations. The identification of handicapped juveniles among delinquent populations is compounded as they share many of the same general characteristics. Federal statutes require individualized educational programs for all handicapped juveniles. This research investigated academic, behavioral, and social competencies of non-handicapped and handicapped adjudicated youth. Specifically, this investigation assessed measures of academic performance, classroom behavior, self-esteem, and social behavior. ANOVA indicated statistically significant differences between non-handicapped, learning disabled, and emotionally/behaviorally disordered adjudicated juveniles in reading achievement, mathematics achievement, and teacher generated measures of classroom behavior.